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UNIVERSITI PUTRA MALAYSIA
HOR YEN YI
FPP 2012 92
MULTIPLE INTELLIGENCE PROFILES AND CREATIVE LEARNING STYLES AMONG FORM FOUR STUDENTS IN SELANGOR
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MULTIPLE INTELLIGENCE PROFILES AND CREATIVE LEARNING
STYLES AMONG FORM FOUR STUDENTS IN SELANGOR
By
HOR YEN YI
Thesis Submitted to the School of Graduate Studies, Universiti Putra Malaysia, in
Fulfillment of the Requirements for the Degree of Master of Science.
September 2012
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Abstract of thesis presented to the Senate of Universiti Putra Malaysia in fulfillment of
the requirement for the Degree of Master of Science
MULTIPLE INTELLIGENCE PROFILES AND CREATIVE LEARNING
STYLES AMONG FORM FOUR STUDENTS IN SELANGOR
By
HOR YEN YI
September 2012
Chair : Dr. Tajularipin Sulaiman, PhD
Faculty : Faculty of Educational Studies
The study aims to obtain an overview of the multiple intelligence profile, creative
learning styles, and creativity level of Form 4 students, as well as investigate the
relationship and correlation between multiple intelligence profile, creativity profile, and
creative learning styles of Form 4 students according to gender and subject stream in
Selangor.
The design of the study was a descriptive correlation study. The sample of the study was
selected through random sampling method. A total of 497 Form 4 students from five
schools in Selangor were selected through convenience sampling. A Multiple Intelligence
Profile, Creativity Profile, and Creative Learning styles questionnaire was used for data
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collection. The data was analyzed using Statistical Packages for Social Sciences (SPSS)
version 18.
Findings of the study shows that there were significant differences in the multiple
intelligence profiles, creativity profile, and creative learning styles of students according
to gender and subject stream. In terms of multiple intelligence profiles, male and female
students showed significant difference in their visual spatial, linguistic, musical and
kinaesthetic intelligence. On the other hand, Science and Art students showed significant
differences in their overall multiple intelligences profile, naturalistic, logical-math, and
interpersonal intelligence. Study findings on creativity profile showed that male and
female students had significant difference in their playfulness and extroversion
characteristics. On the other hand, Science and Art students demonstrated significant
difference in students’ overall creativity characteristics, openness, playfulness,
imagination and fantasy, and extroversion characteristics. In terms of creative learning
styles, visual spatial creative learning style is the only learning style that has a significant
difference between male and female students. On the other hand, Science and Art
students showed significant difference in their overall creative learning styles, linguistic,
kinaesthetic, interpersonal, and logical math creative learning styles.
In addition, study findings also indicate that there is a significant and positive relationship
between multiple intelligence profile and creative learning style, as well as between
creativity profile and creative learning style according to gender and subject stream. Male
students were found to have a strong correlation between their linguistic intelligence and
linguistic learning styles, followed by between their overall multiple intelligences with
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logical-math learning style and between their overall creative learning styles with
linguistic intelligence whereas female respondents were found to have a strong
correlation between their overall multiple intelligences with interpersonal and
intrapersonal learning style. In terms of subject stream variable, respondents from the
Science and Art stream were found to have the strongest correlation between their
linguistic intelligence and linguistic learning style.
Furthermore, study findings indicated that the strongest correlational relationship
between creativity characteristics and creative learning styles among male and female
students was between the overall creativity characteristics with both intrapersonal and
interpersonal learning styles and followed by between the overall creative learning styles
with playfulness. In terms of the subject stream variable, Science students showed highest
correlation between their creative characteristics with intrapersonal learning style,
followed by openness, passionate, as well as the overall creative characteristics with
intrapersonal learning style. On the other hand, Art students showed the highest
correlation between their overall creative characteristics with interpersonal learning style
and intrapersonal learning style, and thirdly followed by between openness and
interpersonal learning style.
This study would be useful in providing teachers and the society an overview of the
multiple intelligence profile, creativity profile, and creative learning style of Form 4
students in Selangor based on gender and subject stream. Study findings on these
variables are believed to aid curriculum designers, policy makers, and teachers in the
planning and implementation of curriculum and instructional strategies as well as the
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preparation of instructional materials that emphasised on individual differences. The
outcome of the study findings can also be useful to students, where they can identify and
use their strengths to succeed in their studies.
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Abstrak tesis yang dikemukakan kepada Senat Universiti Putra Malaysia sebagai
memenuhi keperluan untuk ijazah Master Sains
PROFIL KECERDASAN PELBAGAI DAN KAEDAH PEMBELAJARAN
KREATIF DI ANTARA PELAJAR TINGKATAN EMPAT DI SELANGOR
Oleh
HOR YEN YI
September 2012
Pengerusi : Dr. Tajularipin Sulaiman, PhD
Fakulti : Fakulti Pengajian Pendidikan
Kajian ini bertujuan untuk mengkaji profil kecerdasan pelbagai, gaya pembelajaran
kreatif, dan tahap kreativiti pelajar Tingkatan Empat di Selangor. Selain itu, kajian ini
juga ingin menyiasat hubungan antara profil kecerdasan pelbagai, profil kreativiti, dan
gaya pembelajaran kreatif bagi pelajar Tingkatan Empat berdasarkan pembolehubah
jantina dan aliran di Selangor.
Rekabentuk kajian ini ialah kajian deskriptif korelasi. Sampel kajian diperoleh dengan
menggunakan kaedah pemilihan rawak. Sebanyak 497 pelajar Tingkatan Empat dari lima
sekolah di Selangor telah dipilih dengan menggunakan kaedah persampelan rawak mudah.
Instrumen Profil Kecerdasan Pelbagai, Profil Kreativiti, dan Gaya Pembelajaran Kreatitif
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telah digunakan untuk pengumpulan data kajian. Data yang dikumpulkan dianalisis
dengan Statistical Packages for Social Science (SPSS) versi 18.
Analisis deskriptif menunjukkan bahawa secara keseluruhan, terdapat perbezaan yang
signifikan bagi profil kecerdasan pelbagai, profil kreativiti, dan gaya pembelajaran kreatif
pelajar berdasarkan jantina dan aliran. Dari segi profil kecerdasan pelbagai, pelajar lelaki
dan perempuan menunjukkan perbezaan yang signifikan dalam kecerdasan visual ruang,
bahasa, muzik dan kinaesthetik. Sebaliknya, pelajar Sains dan Sastera menunjukkan
perbezaan yang signifikan dalam keseluruhan profil kecerdasan pelbagai, naturalistik,
logik-matematik, dan kecerdasan interpersonal. Dapatan kajian mengenai profil kreativiti
menunjukkan bahawa pelajar lelaki dan perempuan mempunyai perbezaan yang
signifikan dalam ciri suka main-main dan ciri extroversion mereka. Sebaliknya, pelajar
Sains dan Sastera menunjukkan perbezaan yang signifikan dalam keseluruhan ciri-ciri
kreativiti, keterbukaan, suka main-main, imaginasi dan fantasi, dan ciri-ciri extroversion.
Dari segi gaya pembelajaran kreatif, gaya pembelajaran visual ruang sahaja yang
mempunyai perbezaan yang signifikan antara pelajar lelaki dan perempuan. Sebaliknya,
pelajar Sains dan Sastera menunjukkan perbezaan yang signifikan dalam gaya
pembelajaran kreatif keseluruhan, bahasa, kinaesthetik, interpersonal, dan gaya
pembelajaran logik matematik.
Di samping itu, dapatan kajian juga menunjukkan bahawa terdapat hubungan yang
signifikan dan positif antara profil kecerdasan pelbagai dan gaya pembelajaran kreatif,
serta antara profil kreativiti dan gaya pembelajaran kreatif mengikut jantina dan aliran.
Pelajar lelaki didapati mempunyai korelasi yang kuat antara kecerdasan linguistik dan
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gaya pembelajaran bahasa mereka, diikuti oleh antara keseluruhan kecerdasan pelbagai
dengan gaya pembelajaran logik-matematik dan antara gaya keseluruhan pembelajaran
kreatif dengan kecerdasan linguistik manakala responden wanita didapati mempunyai
korelasi yang kuat antara kecerdasan pelbagai keseluruhan dengan gaya pembelajaran
interpersonal dan intrapersonal. Dalam segi pembolehubah aliran, responden dari aliran
Sains dan Sastera telah didapati mempunyai korelasi yang kuat antara kecerdasan
linguistik dan gaya pembelajaran bahasa mereka.
Di samping itu, dapatan kajian menunjukkan bahawa hubungan korelasi yang kuat antara
ciri-ciri kreativiti dan gaya pembelajaran kreatif di kalangan pelajar lelaki dan perempuan
adalah antara ciri-ciri kreativiti keseluruhan dengan gaya pembelajaran intrapersonal dan
interpersonal dan diikuti dengan antara keseluruhan gaya pembelajaran kreatif dengan
suka main-main. Dalam segi pembolehubah aliran, pelajar Sains menunjukkan korelasi
yang tertinggi di antara ciri-ciri kreatif mereka dengan gaya pembelajaran intrapersonal,
diikuti oleh keterbukaan, ghairah, serta ciri-ciri keseluruhan kreatif dengan gaya
pembelajaran intrapersonal. Sebaliknya, pelajar Sastera menunjukkan korelasi yang
tertinggi di antara ciri-ciri kreatif keseluruhan dengan gaya pembelajaran interpersonal
dan intrapersonal, dan diikuti oleh antara keterbukaan dengan gaya pembelajaran
interpersonal.
Dapatan kajian akan memanfaatkan guru dan masyarakat dengan memberi gambaran
keseluruhan profil kecerdasan pelbagai, profil kreativiti, dan gaya pembelajaran kreatif
pelajar Tingkatan empat di Selangor berdasarkan jantina dan aliran. Dapatan kajian juga
akan memberi manfaat untuk golongan perancang kurikulum, pengajar dan guru dalam
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process perancangan pengajaran dan penyediaan bahan bantu belajar yang menekankan
perbezaan individu. Hasil dapatan kajian juga boleh memanfaatkan pelajar, di mana
mereka boleh mengenal pasti dan menggunakan kekuatan mereka untuk berjaya dalam
pelajaran mereka.
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ACKNOWLEDGEMENTS
First of all, I would like to take this opportunity to express my gratitude to my supervisor,
Dr. Tajularipin Sulaiman, and my co-supervisor, Dr. Roselan Baki for their guidance,
time, and encouragement in making this research a success.
Next, I would like to thank all teachers and personnel who have contributed their time
and effort in distributing the questionnaires and providing valuable information to enable
me to conduct this research smoothly.
I would also like to thank my parents and friends for their support during the entire run of
the research. Finally, I would like to thank all students who were involved in this research.
I would like to thank everyone who has contributed in this research that I may have
forgotten to mention. I really appreciate the help and support from all.
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I certify that an Examination Committee has met on 25th September 2012 to conduct the
final examination of Hor Yen Yi on her thesis entitled "Multiple Intelligence Profiles
And Creative Learning Styles Among Form Four Students In Selangor" in accordance
with Universities and University Colleges Act 1971 and the Constitution of the Universiti
Putra Malaysia [P.U.(A) 106] 15 March 1998. The Committee recommends that the
student be awarded the Master of Science.
Members of the Examination Committee were as follows:
Dr. Tajularipin Sulaiman, PhD
Faculty of Educational Studies
Universiti Putra Malaysia
(Chairman)
Dr. Aminuddin bin Hassan, PhD
Faculty of Educational Studies
Universiti Putra Malaysia
(Internal Examiner)
Prof. Madya Dr. Habsah bt Ismail, PhD
Faculty of Educational Studies
Universiti Putra Malaysia
(Internal Examiner)
Prof. Madya Dr. Parilah Hj. Mohd Shah, PhD
Faculty of Education
Universiti Kebangsaan Malaysia
(External Examiner)
SEOW HENG FONG, PhD
Professor and Deputy Dean
School of Graduate Studies
Universiti Putra Malaysia
Date:
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This thesis was submitted to the Senate of Universiti Putra Malaysia and has been
accepted as fulfillment of the requirement for the degree of Master of Sciences. The
members of the Supervisory Committee were as follows:
Tajularipin Sulaiman, PhD
Faculty of Educational Studies
Universiti Putra Malaysia
(Chairman)
Roselan Baki, PhD
Faculty of Educational Studies
Universiti Putra Malaysia
(Member)
BUJANG BIN KIM HUAT, PhD
Professor and Dean
School of Graduate Studies
Universiti Putra Malaysia
Date:
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DECLARATION
I declare that the thesis is my original work except for quotations and citations which
have been duly acknowledged. I also declare that it has not been previously, and it is not
concurrently, submitted for any other degree at Universiti Putra Malaysia or at any other
institution.
HOR YEN YI
Date: 25 September 2012
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TABLE OF CONTENTS
Page
CHAPTER
1
ABSTRACT
ABSTRAK
ACKNOWLEDGEMENTS
APPROVAL
DECLARATION
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF ABBREVIATIONS
INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
Background of the study
Problem Statement
Objectives
Research Questions
Hypotheses
Significance of the Study
Scope and Limitations
Operational Definitions of terms
1.8.1 Multiple Intelligence Profile
1.8.1.1 Verbal/linguistic intelligence
1.8.1.2 Logical/mathematical intelligence
1.8.1.3 Visual/spatial intelligence
1.8.1.4 Bodily/kinesthetic intelligence
1.8.1.5 Musical/rhythmic intelligence
1.8.1.6 Interpersonal intelligence
1.8.1.7 Intrapersonal intelligence
1.8.1.8 Naturalistic intelligence
1.8.2 Creativity Profile
1.8.3 Creative Learning Styles
1.8.3.1 Verbal/linguistic learning style
1.8.3.2 Logical/mathematical learning style
1.8.3.3 Visual/spatial learning style
1.8.3.4 Bodily/kinesthetic learning style
1.8.3.5 Musical/rhythmic learning style
1.8.3.6 Interpersonal learning style
1.8.3.7 Intrapersonal learning style
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2
3
1.9
1.8.3.8 Naturalistic learning style
1.8.4 Subject Stream
Summary
LITERATURE REVIEW
2.1
2.2
2.3
Introduction
Intelligence
Multiple Intelligences Theory
2.3.1 Eight types of multiple intelligences
2.3.2 Past researches on multiple intelligence
profile
2.4
2.5
2.6
2.7
2.3.3 The multiple intelligence (MI) approaches
in education
2.3.4 The implication of multiple intelligence
theory in teaching and learning
Creativity
2.4.1 Creativity as domain-specific
2.4.2 Creativity as domain-general
2.4.3 Intermediate positions—creativity as both
domain-specific and domain-general
2.4.4 Intelligence and creativity
Learning styles
2.5.1 Multiple intelligences, creativity, and
creative learning style
Conceptual Framework
Summary
METHODOLOGY
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
Introduction
Research Design
Location of Study
Population and Sampling Procedure
Description of Instrument and Scoring
Pilot Study
Procedure for Data Collection
Data Analysis
Summary
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4
RESULTS
4.1
4.2
4.3
Introduction
Demographic Characteristics of the Sample
4.2.1 Distribution of Respondents by Age
4.2.2 Distribution of Respondents by Gender
4.2.3 Distribution of Respondents by Ethnicity
4.2.4 Distribution of Respondents by Subject
Stream
4.2.5 Distribution of Respondents by PMR
Achievement
Descriptive Statistics of the Study
4.3.1 T-test Analysis of Multiple Intelligence
Profile, Creativity Profile, and Creative
Learning style
4.3.1.1 Analysis of Students’ Multiple
Intelligence Profile According to
Gender
4.3.1.2 Analysis of Students’ Multiple
Intelligence Profile According to
Subject Stream
4.3.1.3 Analysis of Students’ Creativity
Characteristics According to Gender
4.3.1.4 Analysis of Students’ Creativity
Characteristics According to Subject
Stream
4.3.1.5 Analysis of Students’ Creative
Learning Styles According to Gender
4.3.1.6 Analysis of Students’ Creative
Learning Style According to Subject
Stream
4.3.2 Relationship between Multiple Intelligence
Profile, Creativity Characteristics, and
Creative Learning Styles
4.3.2.1 Analysis of Relationship between
Multiple Intelligence Profile and
Creative Learning styles According
to Gender
4.3.2.2 Analysis of Relationship between
Multiple Intelligence Profile and
Creative Learning styles According
to Subject Stream
4.3.2.3 Analysis of Relationship between
Creativity Level and Creative
Learning styles According to Gender
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5
4.4
4.3.2.4 Analysis of Relationship between
Creativity Characteristics and
Creative Learning styles according to
Subject Stream
Summary
DISCUSSION, CONCLUSION AND SUGGESTION
5.1
5.2
5.3
5.4
5.5
Introduction
Discussion of the Results
5.2.1 The difference between multiple intelligence
profile of Form 4 students according to
gender and subject stream
5.2.2 The difference between creativity
characteristics of Form 4 students according
to gender and subject stream
5.2.3 The difference between creative learning
styles of Form 4 students according to
gender and subject stream
5.2.4 The correlation between multiple
intelligence profile and creative learning
styles of Form 4 students according to
gender and subject stream
5.2.5 The correlation between creativity
characteristics and creative learning styles
of Form 4 students according to gender and
subject stream
Conclusion
Implication and Suggestions
Limitations and Suggestions for Future Studies
BIBLIOGRAPHY
APPENDIX A
APPENDIX B
APPENDIX C
APPENDIX D
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